Top

Education and Information Technologies

Published in:

04-06-2020

The academic turn: Social media in higher education

Author: Thirusellvan Vandeyar

Published in: Education and Information Technologies | Issue 6/2020

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Universities must transform to fulfil expectations of the knowledge society. At the same time academics are required to respond to the dynamic environment that information and communications technologies (ICT) bring to effective and efficient teaching methods. Utilizing a qualitative case study approach, this study set out to explore experiences of academics’ as they made a pedagogic turn towards using social media technology for teaching in a resource-constrained context. The Technology Acceptance Model served as the theoretical mooring of this study. Data capture included a mix of semi-structured interviews, classroom observations, document analysis and field notes. Findings are presented as three academic turns. First, a turn away from the institutions’ LMS due to contextual exigencies. Second, a pedagogical turn towards Web 2.0 technologies using social media tools to enhance their pedagogy. Third, a beliefs and attitude turn about the affordances of social media; augmenting academics’ resilience to persevere with this technology of choice. This study recommends that the use of social media networking in higher education creates a viable form of technology enhanced teaching, particularly in resource-constrained contexts. Further studies should explore academics emerging pedagogical practices in their use of social media, and students’ perceptions and engagement in social media learning communities.

previous article Recognition system for alphabet Arabic sign language using neutrosophic and fuzzy c-means

next article Open educational resources (OER) usage trends among university students of Pakistan

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Learning management systems (LMS) are online tools servicing mostly higher education institutions with various teaching-learning functionalities namely, knowledge sharing, content management, discussion boards, learners’ interaction, communication and assessment. (Cabero-Almenara et al. 2019)

Akbar, M. (2016). Digital technology shaping teaching practices in higher education. Frontiers in ICT, 3(1), 1–5.

Albirini, A. (2006). Teachers’ attitudes towards information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373–398.

Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education, 53(3), 575–590.

Amin, A., & Rajadurai, J. (2018). The conflict between social media and higher education institutions. Global Business and Management Research: An International Journal, 10(4), 1–11.

Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Beer, C., Jones, D. & Clark, K. (2009). The indicators project identifying effective learning: Adoption, activity, grades and external factors. In Same places, different spaces. Proceedings Ascilite, Auckland. http://www.ascilite.org.au/conferences/auckland09/procs/beer.pdf9

Bolat, E., & O’Sullivan, H. (2017). Radicalising the marketing of higher education: Learning from student-generated social media data. Journal of Marketing Management, 33(9-10), 742–763.

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327.

Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distance Learning, 13(1), 87–104.

Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education Information Technology, 23, 605–616.

Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management, 11, 19–36.

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. London: Sage publications.

Cubeles, A., & Riu, D. (2018). The effective integration of ICTs in universities: The role of knowledge and academic experiences of professors. Technology, Pedagogy and Education, 27(3), 339–349.

Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45–52.

Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioural impacts. International Journal Man-Machine Studies, 38, 475–487.

Deng, L., & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56(2), 441–451.

Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. London: Sage.

Dumpit, Z. D., & Fernandez, C. J. (2017). Analysis of the use of social media in higher education institutions (HEI's) using the technology acceptance model. International Journal of Educational Technology in Higher Education, 14(5), 1–16.

Duta, N., & Martinez-Rivera, O. (2015). Between theory and practice: The importance of ICT in higher education as a tool for collaborative learning. Procedia - Social and Behavioral Sciences, 180, 1466–1473.

Englund, C., Olofsson, A. D., & Price, P. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001.CrossRef

Freathy, R., Doney, J., Freathy, G., Walshe, K., & Teece, G. (2017). Pedagogical Bricoleurs and Bricolage researchers: The case of religious education. British Journal of Educational Studies, 65(4), 425–443. https://doi.org/10.1080/00071005.2017.1343454.CrossRef

Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183–194.

Gaffar, K., Singh, L., & Thomas, T. (2011). Are we ready for Web 2.0? Evidence from a Caribbean University. The Caribbean Teaching Scholar, 1(2).

Garner, A., & Bonds-Raacke, J. (2013). Influence of university level direct instruction on educators’ use of technology in the classroom. Reading Improvement, 50(4), 145–157.

Guy, R. (2012). The use of social media for academic practice: A review of literature. Kentucky Journal of Higher Education Policy and Practice, 1(2), 1–21.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.

Hue, L. T., & Jalil, H. A. B. (2013). Attitudes towards ICT integration into curriculum and usage among university lecturers in Vietnam. International Journal of Instruction, 6(2), 53–66.

Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016. Higher (Education ed.). Austin: The New Media Consortium.

Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4), 247–254. https://doi.org/10.1016/j.iheduc.2011.12.002.CrossRef

Larsson, A. O., & Kalsnes, B. (2014). ‘Of course we are on Facebook’: Use and non-use of social media among Swedish and Norwegian politicians. European Journal of Communication, 29(6), 653–667.

Lederer, K. (2012). Pros and cons of social media in the classroom. Campus Technology, 25(5), 1–2.

Lenhart, A., Purcell, K., Smith, A. & Zickuhr, K. (2010) Social media and mobile internet use among teens and young adults. Available online at: http://www.pewinternet.org/~/media//Files/Reports/2010/PIP_Social_Media_and_Young_Adults_Report.pdf. Accessed on 13 May 2020.

Loughran, J. (2013). Pedagogy: Making sense of the complex relationship between teaching and learning. Curriculum Inquiry, 43(1), 118–141.

Maleko, M. G., Birevu, M. P., & Lubega, J. T. (2011). A social networked learning adoption model for higher education institutions in developing countries. On the Horizon, 19(4), 307–320.

Manan, N., Alias, A., & Pandian, A. (2012). Utilizing a social networking website as an ESL pedagogical tool in blended learning environment: An exploratory study. International Journal of Social Sciences and Education, 2(1), 1–9.

Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 1–13.

Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230.

McAliney, P.J. (2013). How undergraduate students use social media technologies to support group project work. Unpublished PhD Thesis. New York University, ProQuest Dissertations Publishing, Steinhardt School of Culture, Education, and Human Development. New York University.

McCarthy, J. (2009). Utilising Facebook: Immersing generation-Y students into first year university. Ergo, 1(2), 39–49.

Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. Technology and Teacher Education Annual, 18(4), 2214.

Mostert, M., & Quinn, L. (2009). Using ICTs in teaching and learning: Reflections on professional development of academic staff. International Journal of Education and Developments in Information and Communication Technology, 5(5), 72–84.

Naidu, E. (2020). After COVID-19 – ‘Nothing will be the same’. University world news: Africa edition. https://www.universityworldnews.com/post.php?story=20200406094611664. Accessed 20 May 2020.

Nayar, A. & Kumar, K.R. (2018). COVID 19 and its mental health consequences. Journal of Mental Health. Online: https://doi.org/10.1080/09638237.2020.1757052, 1, 2.

Piotrowski, C. (2015). Emerging research on social media use in education: A study of dissertations. Research in Higher Education Journal, 27, 1–12.

Prescott, J. (2014). Teaching style and attitudes towards Facebook as an educational tool. Active Learning in Higher Education, 15(2), 117–128.MathSciNet

Protsiv, M., & Atkins, S. (2016). The experiences of lecturers in African. Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study. Global Health Action, 9.

Ratto, M., & Boler, M. (2014). DIY citizenship: Critical making and social media. MIT Press.

Renes, S. L., & Strange, A. T. (2011). Using technology to enhance higher education. Innovations in Higher Education, 36, 203–213.

Revythi, A., & Tselios, N. (2019). Extension of technology acceptance model by using system usability scale to assess behavioral intention to use e-learning. Education and Information Technologies, 24, 2341–2355.

Rodriguez, L.F. (2012). The Technology Acceptance Model (TAM) as a Viable Model to Determine the Acceptance of E-learning Technologies in Higher Education Institutions (HEI’s). Retrieved from: https://works.bepress.com/luis_rodriguez/8/

Saldana, J. (2012). The coding manual for qualitative researchers. Thousand Oaks: SAGE.

Saunders, G., & Klemming, F. (2016). Integrating technology into a traditional learning environment. Active Learning in Higher Education, 4(1), 74–86.

Selwyn, N. (2012). Social media in higher education. The Europa World of Learning, 1(10). Retrieved from http://sites.jmu.edu/flippEDout/files/2013/04/sample-essay-selwyn.pdf

Shelton, C. (2013). “Virtually mandatory”: A survey of how discipline and institutional commitment shape university lecturers’ perceptions of technology. British Journal of Educational Technology, 45(4), 748–759.

Sobaith, A. E. E., Moustafa, M. A., & Ghanforoush. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296–305.

Stake, R. E. (2005). Case Studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 443–454). Sage: Thousand Oaks.

Stathopoulou, A., Siamagka, N., & Christodoulides, G. (2019). A multi-stakeholder view of social media as a supporting tool in higher education: An educator-student perspective. European Management Journal, 37, 421–443.

Tang, Y., & Hew, K. F. (2017). Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances. Educational Research Review, 21, 85–104.

Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331–351.

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) - a literature review. Computers in Human Behavior, 29, A60–A68.

Thorvaldsen, S., & Madsen, S. S. (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10221-4.

Venter, P., Jansen van Rensburg, M., & Davis, A. (2012). Drivers of learning management use in south African open and distance learning institution. Australasian Journal of Educational Technology, 28(2), 183–198.

Walker, D.S., Lindner, J.R., Murphrey, T.P., & Dooley, K. (2016). The Quarterly Review of Distance Education, 17(2), 41–50. Information Age Publishing.

Title: The academic turn: Social media in higher education
Author: Thirusellvan Vandeyar
Publication date: 04-06-2020
Publisher: Springer US
Published in: Education and Information Technologies / Issue 6/2020
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-020-10240-1

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Other articles of this Issue 6/2020

Using image recognition to automatically assess programming tasks with graphical output

Ontologies in education – state of the art

Experienced educators’ suggestions for solutions to the challenges to technology integration

The use of E-portfolio for self-reflection to promote learning: a case of TVET students

Correction to: Editorial for EAIT issue 2, 2020

Antecedents of university lecturers’ intentions to adopt information and communication technology in Zimbabwe

Premium Partner